Bryan College of Health Sciences
General Studies
Plan for Assessment of Student Learning
2015-16
Bryan College of Health Sciences Mission
The mission of Bryan College of Health Sciences is to provide education in the
health professions emphasizing clinical and academic excellence through
collaboration with Bryan Health System and the healthcare community.
Bryan College of Health Sciences Goals
The goals of Bryan College of Health Sciences are to prepare graduates who:
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Are qualified to practice in entry level, mid-level, and advanced practice
roles in diverse healthcare environments;
Are critically aware of their individuality;
Maintain a clear understanding of professional scope of practice;
Value life-long learning as a means of personal and professional growth;
Participate as responsible citizens within the community; and
Are capable of meeting the health care needs of an ever-changing society.
General Studies Philosophy Statement
The Philosophy of general education of Bryan College of Health Sciences is built on the premise
that education is more than a program of study. It is a lifelong, interactive process that builds on
previous experience and expands one’s world view promoting a change in attitudes, beliefs,
values and/or behaviors. General education establishes a broad foundation of knowledge that is
essential to the development of an educated person. Multidimensional, holistic growth of the
individual is promoted through an integrated study of the Natural Sciences, Social Sciences,
Communication, Mathematics, Humanities, and Business/Management. A core of general
education knowledge is fundamental to any area of study within Bryan College of Health
Sciences.
The educational process enables the graduate to think critically; communicate effectively both in
written and oral forms; understand the forces of nature; participate as a contributing member of a
culturally diverse, ever changing society; make ethical decisions; apply mathematical logic and
reasoning skills; understand management as a response to economic and social factors; and value
learning as a life-long process.
Learning Objectives and Competencies
Categories of
Study
Natural Sciences
General Studies Learning Outcomes
1: Demonstrate an understanding of
the forces of nature, including life and
physical sciences that affect them.
Social Sciences
2: Demonstrate an understanding of
the impact of political, social, cultural
and economic factors in shaping
values, beliefs, traditions, and
behaviors in a diverse society.
Communications 3: Demonstrate the ability to
communicate and interpret meaning
accurately and effectively through
writing and speaking skills.
Mathematics
4: Demonstrate the ability to apply
mathematical logic and scientific
reasoning skills in problem solving.
Humanities
5: Demonstrate the ability to
understand, appreciate, and engage in
creative thinking, philosophical
thought, and ethical decision making.
Business/
6: Demonstrate the ability to
Management
understand current economic, ethical,
social, and legal factors that relate to
business and management practices.
Competencies
1a. Apply scientific concepts.
2a. Demonstrate responsible citizenship.
2b. Demonstrate sensitivity to cultural
differences.
3a. Communicate effectively through
writing.
3b. Communicate effectively through
speaking.
4a. Apply critical thinking.
4b. Calculate accurately.
5a. Engage in creative thinking.
5b. Apply ethical reasoning.
6a. Recognize business/management
trends
6b. Apply management practices as they
relate to healthcare.
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Measures and Methods for Assessing Learning Objectives
1. Course Specific Rubrics
Corresponds to Outcomes 1-6
Corresponds to Competencies 1a, 2b, 3a, 3b, 4a, 5a, 5b, 6a, 6b
General studies rubrics have been developed to be completed on assignments within
courses where particular general education components are likely to be evaluated, e.g.,
the writing competency in the English Composition course. Instructors are asked to
complete the general education rubric for any of the general education competencies that
can be assessed with a particular assignment. There may be one component or several,
e.g. if a student writes a paper on business/management trends, it can be assessed for
writing as well as business/management trends. Likewise, if an oral presentation is
given, the student can be assessed on the rubric for speaking. It can be assumed that all
papers/projects/presentations would require critical thinking, which can then be assessed
using the rubric. The following competencies can potentially be evaluated with the
course specific rubrics:
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Scientific Concepts
Cultural Sensitivity
Writing
Speaking
Critical Thinking
Creative Thinking
Ethical Reasoning
Recognize Business/Management Trends
Apply Management Practices
Benchmark: At least 70% of students assessed will score at or above the “competent”
level on the General Studies Rubric for each competency being measured by the
portfolio. Data will be trended and appropriateness of benchmarks will be evaluated.
2. Human Anatomy and Physiology (HAPS) test
Corresponds to Outcome 1
Corresponds to Competency 1a
The HAPS standardized test is administered to all students at the completion of either
Anatomy and Physiology II (BIOS204) or Physiology (BIOS235). The HAPS test will be
utilized to assess the scientific concepts competency.
Benchmark: At least 50% of students assessed will score at or above the 50th percentile
on the HAPS Comprehensive Exam.
3. American Chemical Society (ACS) Standardized Exams
Biomed
Corresponds to Outcome 1
3
Corresponds to Competency 1a
The American Chemical Society (ACS) Standardized Exam for General Chemistry is
administered to Biomedical Sciences students at the completion of General Chemistry II
(CHEM120). The American Chemical Society (ACS) Standardized Exam for Organic
Chemistry is administered to Biomedical Sciences students at the completion of Organic
Chemistry II (CHEM220). The ACS exam will be utilized to evaluate the scientific
concepts competency.
Benchmark: We first used this measurement tool in 2014-15, but the sample size was
small and insufficient for benchmarking. We will continue to collect data from the ACS
exams to determine trends.
4. Sonography, Physics and Instrumentation (SPI) Registry Exam
Sonography
Corresponds to Outcome 1
Corresponds to Competency 1a
The SPI Registry exam is required for all sonographers to become registered. The results
of this exam will be used to assess the sonography students’ ability to apply scientific
concepts as it relates to physics.
Benchmark: A 75% pass rate will be utilized as this is the national average determined
by the American Registry of Diagnostic Medical Sonographers (ARDMS).
5. Responsible Citizenship Assessment
Corresponds to Outcome 2
Corresponds to Competency 2a
During the 2015-16 school year, the General Education Assessment Subcommittee will
explore the continued relevance of maintaining responsible citizenship as a General
Education competency.
6. Intercultural Development Inventory (IDI)
Corresponds to Outcome 2
Corresponds to Competency 2b
The Intercultural Development Inventory (IDI), a standardized tool which measures
cultural sensitivity and internalization of diversity, will be administered to all students
upon enrollment into the College and will be repeated upon graduation. Results will be
analyzed by the General Education Assessment Subcommittee to assess trends and
growth in the students’ abilities to demonstrate cultural sensitivity.
Benchmark: The average IDI Developmental Orientation for the 2015-16 graduating
class will be at least seven points higher than the average Developmental Orientation for
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the 2011-12 incoming class. A seven point difference indicates statistical significance on
the IDI assessment.
7. Collegiate Assessment of Academic Proficiency (CAAP) – Writing Essay Test
Corresponds to Outcome 3
Corresponds to Competency 3a
The CAAP Writing (Essay) Test is administered to both Bachelor of Science in Nursing
and Health Professions students. Health Professions Sonography students are assessed
after admission and prior to starting classes in their major. Health Professions
Biomedical Sciences students are assessed after their sophomore year. BSN students
will be assessed during their Level III Nursing Practicum. The CAAP writing essay test
will be used to assess the writing competency.
Test results are benchmarked against national norms for students at four-year institutions.
The percentage of students who score at or above the 50th percentile will be calculated.
Benchmark: At least 50% of the students will score at or above the 50th percentile on the
CAAP Essay Test.
8. Health Sciences Reasoning Test (HSRT)
Corresponds to Outcome 4
Corresponds to Competency 4a
The HSRT is administered to all students at the same time as the CAAP Essay test. It
will be utilized to evaluate the critical thinking competency.
Benchmark: At least 50% of the students will score at or above the 50th percentile on the
Health Sciences Reasoning Test.
9. Assessment Technologies Institute (ATI) Critical Thinking Assessment – Entrance
and Exit
BSN
Corresponds to Outcome 4
Corresponds to Competency 4a
All BSN students will take the ATI Critical Thinking Assessment upon enrollment at the
College and again upon graduation. The results will be utilized to measure students’
critical thinking skills.
Benchmark: At least 50% of the students taking the exam will score at or above the
national norm for BSN programs and all types of nursing programs.
10. Math Assessment
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Corresponds to Outcome 4
Corresponds to Competency 4b
During the 2015-16 school year, the General Education Assessment Subcommittee will
work to identify a measure to assess the calculation competency.
Benchmark: Data from this assessment year will be used to establish a benchmark for
future assessment plans.
11. Assessment Technologies Institute (ATI) Leadership Test (legal/ethical items only)
BSN
Corresponds to Outcome 5
Corresponds to Competency 5b
The BSN students complete the ATI Leadership Test during their final semester. The test
includes five items which measure content on ethics. Results for these items will be
compared against the national norm for BSN programs and all types of nursing programs
Benchmark: At least 50% of the students taking the exam will score at or above the
national norm for BSN programs and all types of nursing programs.
12. Exit Survey
Corresponds to all Outcomes
Corresponds to all Competencies
All students in the Schools of Nursing and Health Professions complete an exit survey
upon graduation. Surveys include a section asking students to assess their attainment of
general education competencies, rating themselves on a 4-point scale
(4=Strongly Agree, 3=Agree, 2=Disagree, 1=Strongly Disagree). The surveys will be
used to assess all competencies, and the General Studies Assessment Subcommittee will
evaluate survey responses annually.
Benchmark: At least 70% of the students will score themselves at a 4 or above on the
general education competencies.
13. Alumni Survey
Corresponds to all Outcomes
Corresponds to all Competencies
The Schools of Nursing and Health Professions administer an Alumni Survey to all
graduates 12-18 months and 3-6 months respectively following graduation. Surveys
include a section asking graduates to assess their attainment of general education
competencies, rating themselves on a 4-point scale (4=Strongly Agree, 3=Agree,
2=Disagree, 1=Strongly Disagree). The surveys will be used to assess all competencies,
and the General Studies Assessment Subcommittee will evaluate survey responses
annually.
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Benchmark: At least 70% of the students responding to the survey will score themselves
at a 4 or above on the general education competencies.
14. Employer Survey
Corresponds to all Outcomes
Corresponds to all Competencies
The Schools of Nursing and Health Professions administer an Employer Survey to the
current employers of all alumni who return the Alumni Survey. Surveys include a
section asking employers to assess our graduates’ attainment of general education
competencies, rating them on a 4-point scale (4=Strongly Agree, 3=Agree, 2=Disagree,
1=Strongly Disagree). The surveys will be used to assess all competencies, and the
General Studies Assessment Subcommittee will evaluate survey responses annually.
Benchmark: At least 70% of the employers responding to the survey will score the
graduates at a 4 or above on the general education competencies.
Analysis of Assessment Results
The General Studies Assessment Subcommittee will collect the results of all assessment methods
for the academic year. During the fall, the Subcommittee will evaluate all measures for
attainment of general education learning objectives and determine gaps in learning based upon
established benchmarks.
Determining Reasons for Gaps in Student Learning
The General Studies Assessment Subcommittee will present the gaps in student learning to the
following constituencies as appropriate to explore possible reasons for gaps.
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Faculty teaching general education courses
Faculty in BSN and health professions programs
Undergraduate Studies Committee
Faculty Senate
Other groups as appropriate
Following these discussions, the General Studies Assessment Subcommittee will clarify and
identify the reasons for the gaps and submit them to the appropriate course faculty and
administration for review.
Adjustments to Narrow Gaps
The appropriate constituencies will determine programmatic and/or operational adjustments to
address identified gaps in learning. When needed, recommended adjustments will be presented
to the appropriate Subcommittees, faculty, and/or Deans for review and evaluation. Reports on
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recommended changes will go to the General Studies Curriculum Subcommittee, Undergraduate
Studies Committee and/or the Faculty Senate as needed.
Planning and Budgetary Implications
The costs of standardized testing have been included in the General Education budget.
Recommended programmatic and/or operational adjustments will be integrated into annual
planning and budgetary processes and inclusion in strategic planning as appropriate. As needed,
the Subcommittee will present program requests to the appropriate Faculty Senate
Subcommittees and operational requests to Leadership Council.
Correlating Adjustments to Changes in Outcomes
Each fall, when conducting the annual evaluation of assessment results, the General Studies
Assessment Subcommittee will determine improvements in student learning and correlate those
improvements to previous programmatic and/or operational adjustments. General Studies
faculty, the General Studies Assessment Subcommittee, and the appropriate program faculty will
routinely discuss ongoing changes and their impact on student learning.
Refining the Assessment Plan and Processes
Each fall, the General Studies Assessment Subcommittee will evaluate the effectiveness of
methods, measurements, and data analysis to determine if assessment processes need revision.
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Bryan College of Health Sciences
GENERAL STUDIES
Assessment Matrix for General Studies Competencies
Measure
Program
Outcome/Competency Measured
1a.
Apply
scientific
concepts
2a.
Demonstrate
responsible
citizenship
2b.
Demonstrate
cultural
sensitivity
3a.
Communicate
effectively
through
writing
3b.
Communicate
effectively
through
speaking
4a.
Apply
critical
thinking
X
X
X
X
4b.
Calculate
accurately
5a.
Engage in
creative
thinking
5b.
Apply
ethical
reasoning
6a.
Recognize
Business
Trends
6b.
Apply
Mgmt.
Practices
X
X
X
X
Direct
Course Specific
Rubrics
HAPS
ACS
SPI Registry
Exam
Responsible
Citizenship
Assessment
IDI
CAAP Writing
HRST
ATI Critical
Thinking
Assessment
(Entrance/Exit)
Math
Assessment
ATI Leadership
Test (ethical
items only)
All
X
All
Biomed
X
X.
Sonography
X
TBD
X
All
All
All
X
X
X
BSN
X
All
X
X
BSN
Indirect
Exit Survey
Alumni Survey
Employer
Survey
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All
All
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
All
X
X
X
X
X
X
X
X
X
X
X